Educator EvaluationRegulations, Mandatory Elements & Implementation

MTA Center for Education Policy and PracticeAugust 2014

Just suppose…… you had to rate your job performance,

… using measures you don’t understand,

… and your job might be on the line!

How would you feel?

That’s how 80,000 educators feel!

Educator EvaluationRegulations, Mandatory Elements & Implementation

MTA Center for Education Policy and PracticeFall 2012

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Race to the Top Requirements

At least three summative rating categories Multiple measures of teacher/principal impact on

student academic performance and growth Supervisor evaluations based on research-based

observational tools and rubrics of professional practice

Evidence of educator content knowledge, professional skills, cultural competency, and ongoing professional growth

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MA Statute on Evaluation – District

MGL, Chapter 71, Section 38 - District Requirements Comprehensive system based on BESE

principles Performance standards - bargained Annual evaluation – administrators &

teachers without PTS At least biannual evaluation – teachers

with PTS Permits inclusion of student learning outcomes

What do the new regulations require?

Purposes of Evaluation

Feedback for improvement Professional growth Professionalism Personnel decisions Accountability Effective teaching Effective leadership

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Mandatory Elements – New Regulations

4 Standards & 16 Indicators of Effective Teaching

4 Standards & 20 Indicators Administrative Leadership

4 Performance Ratings4 Types of Educator Plans3 Categories of Evidence

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MA Statute on Evaluation – BESE Authority

MGL, Chapter 69, Section 1B – Board of Elementary and Secondary Education Establishes guidelines for evaluation

systems Encourages districts to develop evaluation

programs and standards Does not have approval authority

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Mandatory Elements – New Regulations

Self-Assessment Goal Setting Summative and Formative Evaluations Unannounced observations Use of ratings in personnel decisions

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The Evaluator- Centered Model

Evaluator Educator

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Educator-centered Model

Educator

Evaluator Colleagues

Evidence-based Evaluation

Artifacts of Practice Family Engagement Professional

Responsibilities

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Categories of Evidence

Practice Learning Engagement• Self-

assessment

• Observations

• Educator Work Products

• Student Work

• Practice Goal

• Year 1: Student learning objective determined by evaluator and educator (Learning Goal)

• Professional Development

• Family Engagement

DESE Guidance 2012• Multiple Measures

• District-determined

• State Assessments

DESE Guidance 2013

•Student Surveys

•Staff Surveys

•Parent Input

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ObservationsObservations

Unannounced ObservationsUnannounced Observations For everyoneFor everyone

Announced ObservationsAnnounced Observations Not requiredNot required Recommended for first year practitionersRecommended for first year practitioners Recommended for veteran educators on Recommended for veteran educators on

Improvement PlansImprovement Plans May be negotiatedMay be negotiated

Feedback…

Evaluators are obliged to provide coherent and useful guidance and support for instructional practice.Source: City, Elmore, Fiarman & Teitel (2010). Instructional Rounds in Education.

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Educators with SGP Scores

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Measures of Student Learning

For the 16% - District-determined pre- and post-assessments

comparable across grades and subjects MCAS Student Growth Percentile, if available and

applicable.

For the 84% - Two district-determined pre- and post-assessments

comparable across grades and subjects

The 5-Step Cycle of Evaluation

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Collaboration and Continuous Learning are the focus

Massachusetts Department of Elementary and Secondary Education

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Standards

Teachers Administrators

• Curriculum, Planning, & Assessment

• Teaching All Students • Family & Community

Engagement• Professional Culture

• Instructional Leadership

• Management and Operations• Family & Community

Engagement• Professional Culture

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Self-Assessment

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Goals for Educator Plan

Professional practice goal related to standards and indicators

Student learning goal related to current student cohort

Additional goals for educators whose practice is below Proficient or whose impact on student learning is Low.

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Team Goal-Setting

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Evaluation

Formative Evaluation Two-year Self-directed Plan only Same Overall rating as previous Summative absent

evidence to the contrary Summative Evaluation

All educators at the end of their Educator Plan rated on Each of four standards Progress on two goals Overall Rating which determines next Educator Plan

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Performance Ratings

Exemplary Proficient

Educator consistently and significantly exceeds the requirements.

Educator fully and consistently meets the requirements.

Needs Improvement Unsatisfactory

Educator performance is below the requirements but not unsatisfactory. Improvement is necessary and expected.

Educator has not signficantly improved following a rating of NI or is consistently below the requirements and is considered inadequate or both.

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Experienced Educator Plans

Educators on Two-Year Self-Directed Growth Plans

Educators on One-Year Self-Directed Growth Plans

Educators on Directed Growth Plans

Educators on Improvement Plans

Focus of Supervisory

Efforts

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Developing Educator Plans

One-year plan All Non-PTS teachers PTS teachers in first year of new assignment

(optional) Administrators with less than 3 years in position

Implementation of the Education

Evaluation System

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Eight Components of Model System

Part I: District-Level Planning and Implementation GuidePart II: School-Level Planning and Implementation GuidePart III: Guide to Rubrics and Model Rubrics for Superintendent,

Administrator and Teacher Part IV: Model Collective Bargaining Contract Language – Units A + B Part V: Implementation Guide for Principal Evaluation Part VI: Implementation Guide for Superintendent EvaluationPart VII: Rating Educator Impact on Student Learning Using District-

Determined Measures of Student LearningPart VIII: Using Staff and Student Feedback in the Evaluation Process

(May 2013)

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Implementation Issues

Transitioning from current system Collective bargaining Professional development

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Collective Bargaining

MGL, Chapter 150E identifies standards of productivity (evaluation) as a mandatory subject of bargaining.

Rubrics Data Sources Templates Procedures Processes Timeline

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Elements of Model System

Contract language – complete evaluation article

Guidance on self-assessment, rubrics, educator plans

Rubrics for self-assessment, formative & summative evaluation for classroom teachers, caseload educators, administrators

Education plan template, evidence logs, etc.

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Model Collective Bargaining Language

Adopt the Model CBA as is Adapt the Model CBA

Timelines Protocols Forms and Templates

Revise existing CBA to conform to regulatory requirements

Adaptations or revised CBAs must be reviewed by DESE for consistency with regulations

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Professional Development Requirements

An Act to Implement Educator Evaluation Systems in School Districts – June 2012

Districts required to provide professional development All Teachers All Administrators All Evaluators

RTTT Districts publish training plan – October 2012 Other Districts – October 2013

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Professional Development Content - Teachers

Overview of the five-step cycle/Orientation

Self-Assessment Using a Rubric Goal Setting Plan Development

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Additional Content - Evaluators

Unpacking the Rubric Gathering Evidence Observations and Feedback

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MTA Evaluation Toolkit

Public Section Quick link to MTA Chart and

Narrated PowerPoint DESE Documents MTA Evaluation Documents

Leaders Section Collective Bargaining Guidance Observation Protocols and Forms Evaluation Protocols and Forms

EducatorEvaluation

Toolkit

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Any Questions??